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LARRY BRENT, “Captured Potential” BRENT, LARRY WRITING FOR A CHANGE WRITING SPRING 2009 FOR A CHANGE SPRING 2009 CHRISTOPHER GARNER UNIVERSITY OF ILLINOIS • EDUCATION JUSTICE PROJECT • http://www.educationjustice.net/ AN ANTHOLOGY PRODUCED BY STUDENTS IN THE WRITING FOR A CHANGE COURSE DANVILLE CORRECTIONAL CENTER WRITING FOR A CHANGE Why Higher Education in Prison? SPRING 2009 Research is clear: Prison-based higher education programs reduce arrest, conviction, and reincarceration rates. Evidence has also linked the presence of such programs to fewer disciplinary incidents within introductions and beginnings prison, finding that they produce safer environments for incarcer- 03 Writing Back / Patrick W. Berry ated men and women and staff alike. Higher education programs 04 Our Hope for the Better / David D. Todd also have benefits for inmates’ families and, hence, their communi- 06 State of Depression / Johnny Page ties. The strongest predictor of whether a given person will attend 07 Captured Potential / Larry Brent college is whether her or his parents did. In spite of these significant benefits, there has been a precipitous drop in prison-based higher education for justice and community education programs around the country. There were over seven hun- 10 We All Want the Same Things / Joseph Mingarelli dred degree-granting programs at such programs’ height, in the early 14 Educational Freedom / Javon Grimes 1990s. In 1994 the Violent Crime Control and Law Enforcement 15 Can Education Change the Criminal Mind? / Jose R. Cabrales Act eliminated the use of Pell Grants for incarcerated students, and 17 Support the Education Justice Project most prison college programs closed, including Illinois’s BA-grant- 19 Options / Pierre Nero ing programs. Bachelor’s degrees have not been offered in Illinois 20 Universities / Haneef Lurry prisons since 2002. 21 The Identity and Legacy Is Disappearing in the African- American Family / Fabian Harty 23 Time Served Me / Johnny Page http://www.educationjustice.net/ 26 Working Together to Build a Community / Robert Garite ____________________________________________________ writing to remember 30 I Was Never Alone / Otis Carl Williams 37 From Beneath the Porch...I Discovered I Couldn’t Hide / Terry Berry 40 Travelin’ / Larry Brent 42 In Search of a Story / Javon Grimes 46 Letter to My Son / Joseph Mingarelli composing oneself: writing on writing and education 49 Developing a Passion for Writing / Haneef Lurry 52 The Intimidating Blank Page / Tremain Leggans 54 Finding a Process / Robert Garite 59 Creating Art Through Writing / Christopher Garner 63 Why Higher Education in Prison? Writing for a Change is a publication of the Education Justice Project of the University of Illinois. The works represented in this journal were produced by students in the Writing for CHRISTOPHER GARNER, “Ali” a Change course at the Danville Correctional Center, Spring 2009, with the support of the course instructor, Patrick W. Berry, [email protected]. The contributions in this journal may not be reproduced without authors’ consent. Queries may be made to Berry or to Re- becca Ginsburg, Director of the Education Justice Project, [email protected]; http://www.educationjustice.net/ writing for a change 63 Writing Back Patrick W. Berry What follows is a collection of work by writers who are currently in prison, writers who aim to rewrite themselves back into an ever-changing world. In the spring of 2009, I designed and taught “Writing for a Change: For Business, for Life,” a course that attended to how we listen to the ideas of others and respond to the world around us as we write. Inspired by the Ethnography of the Univer- sity Initiative (EUI) at the University of Illinois at Urbana-Champaign, the course invited writers to research prison life and craft a wide range of responses—from personal narratives to business proposals—all of which imagined new ways of seeing and understanding the world. The contributions that follow have rich histories. Some pieces were carried around by the authors for some time just waiting for an audience. Others were presented at a student-led symposium, attended by university faculty and students, at the Danville Correctional Center. This journal extends that effort. I know that I speak for the writers whose work is included in this journal when I say that we are grateful to the many who have helped make a space for the Education Justice Project. We applaud Mary Nichols and thank the administrators and staff at the Danville Correctional Center for their ongoing support. Big thanks to Rebecca Ginsburg, our director, and to the other com- mitted teachers including William Sullivan, Dan Colson, and Dede Fairchild Ruggles. And, of course, we cannot forget the dedicated tutors whose intelligence and compassion are evident on the pages of this journal and off the page as well: Andy Bruno, Sarah Frohardt- Lane, Jason Derman, Anna Kurhajec, Rachel Rasmussen, Vanessa Rouillon, and Katie Walkiewicz. Special thanks also to Tracy Dace, Rob Scott, and those behind-the-scenes folks who do so much, and to my colleagues and friends at the University of Illinois, Cory Holding and John O’Connor, who helped me ready these pages for publication. Last but not least, we are extremely grateful to the donors and contributors to the Education Justice Project. Enjoy! • writing for a change 3 Our Hope for the Better David D. Todd “The stone which the builders rejected has become the chief cornerstone.” —Matthew 21:42 There continue to be heated debates over whether prisoners should be granted the opportunity to receive post-secondary education dur- ing their imprisonment. In 1994, Congress passed legislation deny- ing Pell Grants to prisoners, the primary source of funding for post- secondary correctional education (Page 359). Whether this verdict was equitable or inequitable is not the matter. The matter is that the decision denied prisoners an avenue for change. It also denied pos- sibility and hope. In one way or another, most if not all of us have been negatively affected by a prisoner prior to his or her incarceration… as a family member, a victim, an officer, a teacher, a counselor, a daughter or son, a wife or husband…as a citizen. Unsurprisingly, prisoners are of- ten relentlessly rejected. Any hope for reform has been buried in the mantle beneath the earth’s surface. Is there any hope for the better? Our president coined it best in the title of his autobiography The Audacity of Hope. Without hope America would not have reached this new plateau in history of having its first African-American pres- ident. Yes, there is hope. A moment should come when the horrific images and perceptions of prisoners will be washed away. I proclaim that moment to be now. The word of action that will be the forerun- ner of this moment is… change. Just as the night transitions to day, illiteracy evolves to literacy, a boy grows to become a man and a girl grows to become a woman, and a caterpillar transforms into a grace- ful butterfly, a prisoner can change from a criminal to a productive law-abiding citizen. Malcolm X, one of our most profound and revered leaders, changed from a wretched illiterate to a remarkable orator and an unwavering advocate of justice. He acquired his talent and passion in prison during the darkest times of his life, through self-erudition, determination, and a desire to change. This happened by the tire- 4 less effort of one individual. Imagine what will come about by the collective efforts of a community. We will only know the results by initiative and action. The first step to change is…hope . As a student-prisoner of the Educational Justice Project at the University of Illinois, Urbana-Champaign, I am a manifestation of change. I think it, I breathe it, I feel it, and I did it. Without hope, there is no change, and without change, there is no hope. This is what has sustained me through my years of incarceration and through the process of my educational development. Hope is what helps me to challenge and defeat the beast known as ignorance. It is an honor and privilege to introduce you to the artistic and intellectual work of thirteen other student-prisoners. We feature the mesmerizing art and writing of Larry Brent. Socially aware poems are offered by Johnny Page, Pierre Nero, Haneef Lurry, Javon Grimes, and Larry Brent. We also share moving stories of struggle, hope, change, and redemption by Otis Williams, Robert Garite, Johnny Page, Christopher Garner, Fabian Harty, Javon Grimes, Terry Berry, Joseph Mingarelli, Tremain Leggans, and Jose Cabrales. Ultimately, this publication reflects the minds of educated men who were once ignorant boys, who no longer want to be involved in the destruc- tion of their communities, who urgently want to be involved in the growth, rise, and building of the spaces around them. Not only do we hope for change, but we also write for change. I hope that you will join us in hoping for the better. I hope that you will support college-in-prison programs. • Selected Works Haley, Alex, and Malcolm X. The Autobiography of Malcolm X. New York: Ballantine Books, 1964. Obama, Barack. The Audacity of Hope: Thoughts on Reclaiming the American Dream. New York: Crown, 2006. Page, Joshua. “Eliminating the Enemy: The Import of Denying Prisoners Access to Higher Education in Clinton’s America.” Punishment and Society 6.4 (2004): 357-78. writing for a change 5 State of Depression Johnny Page If a picture speaks a thousand words, then tell me, why is no one listening? I know you hear me because you see me clearly, so tell me, why aren’t you listening? My words are vivid, a painted picture as descriptive as I can give it.

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